Assessment and
Curriculum Development
Lei, Yue
LSOE in Applied Mathematics
University of California, Merced
Applied Mathematics at UCM
!  Programs
!  Undergraduate since 2005
!  Majors: 51 graduated by 2013, 86 current students
!  Minors.
!  Graduate since 2006
!  13 MS, 6 PhD
!  23 current students
!  Faculty
!  12 fulltime senate faculty members
!  2 visiting assistant professors
!  10 Unit-18 lecturers
Assessment Cycle
6. Act on
results
5. Draw
conclusions
in aggregate
4. Gather
& review
evidence
1.
Establish
learning
Goals
2.
Determine
evidence
3. Design
curriculum
& pedagogy
The Assessment Cycle: Hybrid of Suskie, CIRTL Network, Wiggins & McTighe
Program Learning Outcomes
1.  Analytical Methods: solve mathematical problems using
analytical methods
2.  Computational Methods: solve mathematical problems using
computational methods
3.  Connections: recognize the relationships between different
areas of mathematics and the connections between
mathematics and other disciplines
4.  Communications: give clear and organized written and verbal
explanations to a variety of audiences
5.  Modeling: model real-world problems mathematically and
analyze their models using their mastery of the core concept
Assessment History
Program Learning Outcomes
Course
Title
1
2
3
4
5
Analytical
Methods
Computational
Methods
Connections
Communication
Modeling
Calculus I & II
Calculus III
DE & Linear Alg
Prob & Stats
mod.proj. 11-12
Complex
Variables
Intermediate DE
hwk exam 09-10
PDEs
Numerics I & II
Adv. Linear Alg
Modeling*
hwk, exam
09-10, 13-14
writing 11-12
writing 10-11
grp. proj. 12-13
Indirect evidence: student survey groups (SATAL) during class period
First Year 2009-10
PLOs
Direct Evidence
1. Analytical
Methods
Homework and final exam
questions in Intermediate DE
2. Computational
Methods
Homework and final exam
questions in Numerical Analysis I
Indirect Evidence
SATAL survey group of
students taking both
courses
All 8 faculty members assessed all students work individually using
common rubrics (excerpt for PLO1 below)
Poor = -1
There is an incomplete
explanation. It may not be
presented clearly.
Some correct reasoning or
justification for reasoning
is present with trial and
error, …
Fair = 0
There is a clear explanation
and appropriate use of
accurate mathematical
representation with few
errors.
Planning or monitoring of
strategy is present, …
Good = 1
A systematic approach
and/or justification of
correct reasoning is
present.
Appropriate and accurate
mathematical
representations…
First Year 2009-10
Faculty assessment of one of the embedded homework problem
F1
F2
F3
F4
F5
F6
F7
F8S
Student A
0
0
0
-1
1
0
0
-1
Student B
1
1
0
0
0
0
0
1
Student C
-1
1
1
0
0
0
0
1
Student D
-1
1
1
0
0
0
0
1
Student E
1
1
0
1
1
0
0
1
Student F
1
1
-1
0
1
0
0
-1
Student G
0
0
-1
0
0
1
0
0
SATAL student survey group results
!  More early programming experience
!  A writing class that aligned more closely to the writing done in
mathematics
Assessment Cycle
6.
Act on
2009-10
results
5. Draw
conclusions
in aggregate
•  Calibration
4. Gather
among
& review
reviewers
evidence
•  Assessment
Committee
1.
Establish
Better
learning
rubrics
goals
2.
Keep Direct
&
Determine
Indirect lines
ofevidence
evidence
• 3. MATLAB
Design
course
curriculum
&
•  pedagogy
Writing
assignments
Year 2012-13: Modeling
Rubric Excerpt
5 pts
4 pts
3 pts
2 pts
1 pt
Math model
…
Analysis of
model
The behavior
of the model
is compared
directly to
the original
problem.
The behavior
of the model
is related to
the original
problem.
The behavior
of the model
is discussed.
Minimal
discussion of
the results is
given.
No
meaningful
discussion of
the results is
given.
Clarity of
presentation
…
Committee member assessment of the written reports
Student A
Student B
Student C
Student D
F1
4
3
3
5
4
5
5
4
5
3
3
2
F2
3
3
3
4
5
4
4
4
4
3
2
4
F3
3
3
3
3
4
5
4
5
4
3
2
3
Year 2012-13: Modeling
Report Excerpt
Overall, the committee felt that students performed fairly well
when it came to modeling a real world problem, with an average
rating of 3.69. The general quality of the analysis of the results
was deemed to be slightly lower, with an average rating of 3.5.
The ratings on all three aspects assessed were overall very close
to each other, and showed a noticeable correlation within each
report, showing that good projects were deemed satisfactory in
all respects, and poorer projects were deficient in several
aspects.
Curriculum Development
Supported by Assessment
!  Math 50 Beginning MATLAB (spring 2012)
!  Math 150 Mathematical Modeling (spring 2012)
!  Writing assignments, group projects, and presentations
in upper-division courses
!  New courses in computational methods leading to a new
emphasis track: Computational and Data-Enabled
Science
!  Possible changes in Numerical Analysis courses to
address the different needs of Applied Math and other
programs
Improvement in
the Assessment Cycle
!  An assessment committee since fall 2010
!  Review evidence and develop rubric
!  Summarize findings in a report
!  Share and discuss findings with all faculty and all faculty decide
on a course of action together
!  Faculty Assessment Organizer (FAO)
!  Organize assessment activities, especially data collection
!  Coordinate with supporting services
!  Better-developed descriptive rubrics and calibration
among assessment committee members
Future Work
!  Continued improvement of rubrics
!  Precise and meaningful articulation of what we expect our
graduating students to be able to do
!  Shared among all instructors as well as students
!  More systematic collection and storage of evidence
!  From spring semester courses
!  More frequent